ASSURE Lesson Plan--7th Grade Science: Plant and Animal Cells Analyze Learners 24 students General Characteristics: Age: 12-13yrs, 2 students are 14yrs., Gender: 13 boys/11 girls Special needs: 4 ELL, 5 Spec. Ed, 1 high functioning autistic, 5 with ADHD (3 are non-medicated) Specific Entry Competencies: Students are proficient in the use of Microsoft Excel, digital video cameras and video cameras on personal cell phones. 25% of students have previously created You-tube videos. Students are familiar with the use of rubrics as guidelines for project completion and as grading tools. Students are highly motivated by the use of computer software, digital devices and e-Readers, and are always excited about making videos of themselves or participating in the creation of the videos. Students generally find studying the parts of a cell as boring, but are motivated by creating 3-D models as a way to represent the cell and its parts. Learning styles: 7 of the students are primarily auditory learners, 4 are primarily visual learners, 1 is primarily a kinestetic learner, but the majority of the students are combination visual/kinestetic learners. State Standards and Objectives
Standards:
TEKS (3)(B) use models to represent aspects of the natural world such as human body systems and plant and animal cells; (3)(C) identify advantages and limitations of models such as size, scale, properties, and materials; and (12)(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; (12)(E) compare the functions of a cell to the functions of organisms such as waste removal; and _ NETS for Students 2.a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 5.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6.b. select and use applications effectively and productively.
NETS for Teachers 1.c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 2.a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 4.b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Objectives: Given set jello and various fruit pieces, 7th grade students will, in groups, produce plant and animal cell models, demonstrating understanding of cell parts and appropriate proportions.
Given spreadsheet software and assigned e-book access while constructing cell models, 7th grade students (in groups) will use a spreadsheet to identify cell parts, how they represented them on models, and each cell part’s job to demonstrate 100% accuracy.
7th grade students will use either a personal cellular phone or a Flip video camera within their groups to interview one another after cell models are complete to explain process and reasoning behind models. Students will post videos on YouTube for review. Select Strategies, Technology, Media, and Materials Utilize Technology, Media, and Materials e-book readers YouTube Digital video camera or video camera on personal cell phone Software-Microsoft Excel spreadsheet Model/Video Assessment- rubric Peer Assessment-Checklist Summative Assessment- Diagram of a cell with markers left blank, to show knowledge of cell part names and functions.
Require Learner Participation This lesson will be done over a weeks time, culminating with YouTube presentations. Students will be provided a rubric showing the expectations for the cell model and the video presentation. Students will work in cooperative groups, and use the materials given, to complete a cell model. Each person will play a role in the group to ensure all are engaged and participating in the work. Using the e-book reader, students will access information about the parts of cells and their functions. Parts of the cell will be labeled on the model, and an explanation of their functions included with the model. Groups will create a spreadsheet document to list the parts of the cell, their functions, and the fruit or candy that represents that cell part. (Each group member will receive a copy for use as a study guide for the summative assessment.) Each student will help in creating the You-tube video, which will explain the parts of the cell and each of their functions. Again, specific roles will be played, so that each person in the group is able to participate. Peer feedback will come in the form of allowing other students to grade the work using a checklist of items. This would be done during the presentation of the project videos, and will help ensure active listening during group presentations. Teacher feedback will be provided as guidance, while the project is being completed, and as the graded rubric upon completion. As an assessment of individual knowledge (summative assessment), each student will complete a blank diagram indicating the names of cell parts and their functions.
Evaluate and Revise
The teacher will observe students during class time and check spread sheets for accuracy and take up Peer Assessment Rubrics at the end of class. The teacher will then view students' uploaded videos to complete Model and Video Assessment Rubrics.
Model and Video Assessment Rubric scores represent 90% of final grade while Student Assessment Rubric scores represent 10% of final grade. Students will be asked to complete cell diagrams without resources at the end of the week to demonstrate mastery of content (summative assessment).
Evaluation of Strategies, Technology, and Media
The teacher will observe in class how successful students work with the technology and media provided while informally discussing the progress of the project with each group. The teacher will ask students what they like about each tool and how they help in facilitating learning and will take any comments/suggestions about each tool. The teacher will then review each group's video to evaluate understanding and use of technology.
Revision
The teacher will consider students' comments and compare them with her own observations regarding media and technology used for this lesson. Any needed changes will be made in future choices regarding technologies, media, and materials. Save Cancel Bottom of Form help on how to format text
Analyze Learners
24 students
General Characteristics:
Age: 12-13yrs, 2 students are 14yrs.,
Gender: 13 boys/11 girls
Special needs: 4 ELL, 5 Spec. Ed, 1 high functioning autistic, 5 with ADHD (3 are non-medicated)
Specific Entry Competencies: Students are proficient in the use of Microsoft Excel, digital video cameras and video cameras on personal cell phones. 25% of students have previously created You-tube videos. Students are familiar with the use of rubrics as guidelines for project completion and as grading tools. Students are highly motivated by the use of computer software, digital devices and e-Readers, and are always excited about making videos of themselves or participating in the creation of the videos. Students generally find studying the parts of a cell as boring, but are motivated by creating 3-D models as a way to represent the cell and its parts.
Learning styles: 7 of the students are primarily auditory learners, 4 are primarily visual learners, 1 is primarily a kinestetic learner, but the majority of the students are combination visual/kinestetic learners.
State Standards and Objectives
Standards:
TEKS
(3)(B) use models to represent aspects of the natural world such as human body systems and plant and animal cells;
(3)(C) identify advantages and limitations of models such as size, scale, properties, and materials; and
(12)(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
(12)(E) compare the functions of a cell to the functions of organisms such as waste removal; and
_
NETS for Students
2.a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
2.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
5.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6.b. select and use applications effectively and productively.
NETS for Teachers
1.c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
2.a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
4.b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Objectives:
Given set jello and various fruit pieces, 7th grade students will, in groups, produce plant and animal cell models, demonstrating understanding of cell parts and appropriate proportions.
Given spreadsheet software and assigned e-book access while constructing cell models, 7th grade students (in groups) will use a spreadsheet to identify cell parts, how they represented them on models, and each cell part’s job to demonstrate 100% accuracy.
7th grade students will use either a personal cellular phone or a Flip video camera within their groups to interview one another after cell models are complete to explain process and reasoning behind models. Students will post videos on YouTube for review.
Select Strategies, Technology, Media, and Materials
Utilize Technology, Media, and Materials
e-book readers
YouTube
Digital video camera or video camera on personal cell phone
Software-Microsoft Excel spreadsheet
Model/Video Assessment- rubric
Peer Assessment-Checklist
Summative Assessment- Diagram of a cell with markers left blank, to show knowledge of cell part names and functions.
Require Learner Participation
This lesson will be done over a weeks time, culminating with YouTube presentations. Students will be provided a rubric showing the expectations for the cell model and the video presentation. Students will work in cooperative groups, and use the materials given, to complete a cell model. Each person will play a role in the group to ensure all are engaged and participating in the work. Using the e-book reader, students will access information about the parts of cells and their functions. Parts of the cell will be labeled on the model, and an explanation of their functions included with the model. Groups will create a spreadsheet document to list the parts of the cell, their functions, and the fruit or candy that represents that cell part. (Each group member will receive a copy for use as a study guide for the summative assessment.) Each student will help in creating the You-tube video, which will explain the parts of the cell and each of their functions. Again, specific roles will be played, so that each person in the group is able to participate. Peer feedback will come in the form of allowing other students to grade the work using a checklist of items. This would be done during the presentation of the project videos, and will help ensure active listening during group presentations. Teacher feedback will be provided as guidance, while the project is being completed, and as the graded rubric upon completion. As an assessment of individual knowledge (summative assessment), each student will complete a blank diagram indicating the names of cell parts and their functions.
Evaluate and Revise
The teacher will observe students during class time and check spread sheets for accuracy and take up Peer Assessment Rubrics at the end of class. The teacher will then view students' uploaded videos to complete Model and Video Assessment Rubrics.
Peer Assessment Rubric:
PEER ASSESSMENT RUBRIC.doc
Model and Video Assessment Rubric:
MODEL&VIDEO ASSESSMENT RUBRIC.doc
Model and Video Assessment Rubric scores represent 90% of final grade while Student Assessment Rubric scores represent 10% of final grade. Students will be asked to complete cell diagrams without resources at the end of the week to demonstrate mastery of content (summative assessment).
Evaluation of Strategies, Technology, and Media
The teacher will observe in class how successful students work with the technology and media provided while informally discussing the progress of the project with each group. The teacher will ask students what they like about each tool and how they help in facilitating learning and will take any comments/suggestions about each tool. The teacher will then review each group's video to evaluate understanding and use of technology.
Revision
The teacher will consider students' comments and compare them with her own observations regarding media and technology used for this lesson. Any needed changes will be made in future choices regarding technologies, media, and materials.
Save Cancel
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